Community Spirit, Cultural Connections, and Authentic Learning in Rural Preceptorship

Abstract

Background: An authentic learning environment fosters socialization of nursing students to a particular community context and unique culture of the individuals who reside in that culture. The final preceptorship provides an extended clinical practice experience allowing for this immersion, while providing consolidation of learning as preparation to enter practice. Method: PhotoVoice was used as an innovative data collection method to engage participants throughout the research process. Participants self-selected photographic images that represented the unique rural preceptorship experience through their eyes. Results: Rurality was described by participants as more than a geographic location, but as a sense of place, or a way of being and doing, that represented rural life. Rurality was depicted more specifically by participants in terms of community spirit and cultural contexts. Conclusion: Rural practice placements have the potential to enrich undergraduate nursing education and to expose undergraduate nursing students to the role of the rural nurse. More research is needed about rural health to understand the cultural and contextual factors that uniquely affect the health status of rural Canadians. [ J Nurs Educ. 2019;58(3):144–151.]

Identifying features of quality in rural placements for health students: scoping review

“…From the included literature, the team inductively developed 83 codes for features of quality in rural health student placements. Of these, the five most prominently coded features were positive opportunities for developing relationships between student/s and the community (n=49)22 27 28 32–34 36 37 39 41 42 44 48 50 53 54 57–61 63 66 75 78–81 84 88–91 94–98 100–102 104 107–112; opportunities to learn about rural practice (n=49)27 29 30 32 33 37 41–44 48 50 53 54 57–60 63 66–68 78–80 82 85 86 88 93–96 98 100–102 108–117; exposure to a broad clinical caseload (n=39)27–30 32–37 40 43 45–50 52 57 59 60 66 67 71 79 80 82 85 88 96 100 103 104 113 114 116 118 119; positive clinical learning environment (n=37)27 29 30 32 34 38 40–43 50 52 54 57 59 67 69 71 76 77 79 85 87 88 91 92 100 102 104–106 108 110 115 119–121 and opportunities to develop generic health professional skills (n=37) 9 30 33 34 37 39–41 43 44 46 47 50 52 59–61 66 68 71–73 81 83 85 87 92–94 100 101 103 106 107 109 115 116…”

Participatory Action Research and Photovoice: Applicability, Relevance, and Process in Nursing Education Research

“…The students described in detail how opportunities or challenges, evident in every image, enhanced their learning and ability to cope with unexpected or unusual circumstances unique to rural nursing practice. The preceptorship not only provided for consolidation of learning but contributed to contextual sensitivity and appreciation for the diversity unique to each rural community (Oosterbroek et al, 2019). Interactions among students, preceptors, and other members of the interprofessional team were enhanced in rural preceptorships as a function of the close-knit nature of relationships among members of the rural health care team (Yonge et al, 2018).…”

“…The students described in detail how opportunities or challenges, evident in every image, enhanced their learning and ability to cope with unexpected or unusual circumstances unique to rural nursing practice. The preceptorship not only provided for consolidation of learning but contributed to contextual sensitivity and appreciation for the diversity unique to each rural community (Oosterbroek et al, 2019).…”

Rural transition to practice: A phenomenological analysis of the new graduate nurses’ experience

“…Feelings of belonging are key in retention of new nurses, increasing empowerment, self-motivation and selfdirection. [12] In fact, by providing authentic collaborative experiences, such as socializing and encouraging a supportive environment within the rural community, new graduates feelings of confidence and competence increase. [12] This has positive implications for the retention of NGNs.…”

“…[12] In fact, by providing authentic collaborative experiences, such as socializing and encouraging a supportive environment within the rural community, new graduates feelings of confidence and competence increase. [12] This has positive implications for the retention of NGNs. [12] Once the NGN decides to begin their rural nursing practice, the issue shifts from recruitment to retaining these nurses.…”